La videoanalisi come dispositivo per promuovere la qualità della didattica: dalla formazione degli insegnanti allo sviluppo professionale dei docenti universitari
DOI:
https://doi.org/10.7346/sird-022021-p40Parole chiave:
videoanalisi, formazione degli insegnanti, noticing, professional vision, sviluppo professionale dei docenti universitariAbstract
L’uso del video nella formazione iniziale e continua degli insegnanti si è sempre più diffuso negli ultimi decenni ed è cambiato nel tempo in linea con gli sviluppi delle tecnologie digitali e con l’evoluzione delle finalità connesse al suo impiego, da mezzo per illustrare buone pratiche didattiche a dispositivo per promuovere processi di riflessione critica sull’azione e aiutare gli insegnanti a sviluppare la loro “visione professionale”. A partire da tali premesse, il contributo presenta una ricognizione della letteratura sul tema al fine di delineare il quadro teorico alla base di un progetto di ricerca volto a indagare le potenzialità della videoanalisi in contesti di sviluppo professionale dei docenti universitari. La prima sezione dell’articolo offre dunque una panoramica della ricerca internazionale sulla formazione video-based degli insegnanti, con un focus sugli sviluppi negli approcci all’uso del video per sostenere l’apprendimento degli insegnanti e sulle evidenze empiriche relative alla sua efficacia nel promuovere processi di teacher change. In relazione al quadro delineato, nella seconda parte vengono proposti alcuni orientamenti per l’uso del video per lo sviluppo professionale dei docenti universitari e presentati gli obiettivi e il disegno del progetto Video Analysis for quality teaching in Higher Education (VAHE), un percorso di ricerca in corso di realizzazione finalizzato a mettere a punto e testare un sistema di metodologie, strumenti e procedure per la videoanalisi a supporto del miglioramento delle competenze didattiche dei docenti universitari.
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